chapter 3 training in information technology skills...

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CHAPTER 3

TRAINING IN INFORMATION TECHNOLOGY SKILLS

TO SHG WOMEN TO ESTABLISH AND MAINTAIN

INFORMATION KIOSKS

3.1 INTRODUCTION

The Centre for the Empowerment of Women, Anna University,

Chennai, in association with the Tamil Nadu Women’s Corporation for

Development of Women limited planned to train SHG Women to establish

and maintain Information Kiosk in the year 2005 (from September 2005 till

December 2005). The objective of this program is to empower and equip

SHG Women with the necessary skills and techniques, required for

establishing and operating the Information kiosk.

This training program focused on both process and behavioral

skills. The main objective of the training programme was to empower and

equip the SHG women, with the necessary skills and techniques required for

the setting up and smooth functioning of information kiosks and to handhold

them till the objective is attained. The Tamilnadu Corporation for

Development of Women Ltd. intended to develop a scheme for trained

women to set up Information Kiosks with financial assistance.

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3.2 TRAINING METHODOLOGY

During the Course, the trainees were given training by different

experts. Each participant was provided with a Training Kit, that is prepared

exclusively for them, by experts from the concerned field and consists of

twelve training manuals and twelve Computer Based Tutorials. They were

also provided with hands-on training is computers operation during the Lab

sessions. The training material prepared for them were in their Regional

language Tamil. On successful completion with a Certificate from the Centre

for Empowerment of Women, Anna University, Chennai.

3.2.1 Duration and Venue

This training program was held in 30 districts in Tamil Nadu. The

duration of the program was 2 weeks from Monday to Saturday. The Timings

were fixed as 10 am to 5pm.Totally, 48 sessions were planned for each

training programme.

3.2.2 Content of the Training Programme

These training programs were designed to prepare the self-help

group women in the following three major areas. The training concentrated

mainly an software skills, which took up the major part of the forty sessions.

Five sessions were devoted to hardware, and the last three sessions to

entrepreneurial management.

3.2.2.1 Subjects covered under hardware maintenance

The following topics were covered in the hardware session

maintenance, and trouble shooting of the following was completed. They are

Phone, Fax, Printer, Scanner, Xerox, CD Burning and Computer Installation.

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3.2.2.2 Subjects covered under software maintenance

The following topics were covered in software maintenance, they

are an introduction to computers, networking & LAN Concept, MS Office –

Word, PP, Excel, Access ,Internet – Mail, Chat, Voice Chat, Web Cam,

Search, Downloading – both Internet and TV, Accounting Package – Tally,

DTP, PageMaker, Photoshop, and Recent Trends in the KIOSK and

Computers with education on the Opportunities, followed by conclusion and

evaluation.

3.2.2.3 Subjects covered under entrepreneurship management

The following topics were completed under entrepreneur

management General knowledge about the Kiosk, Annual Maintenance

Contract (AMC), Business Accounting, Insurance, Marketing (Promoting),

Customer Relations and Management.

In 2005, Tamil Nadu, had 30 districts, hence, the training

programme was held in 40 Engineering Colleges affiliated to Anna University

in 30 Districts, and this training programme was a residential one. The

training was given for 12 days from 10am to 5pm. Twelve Training Materials

along with the Computer Based Tutorials (CBTs) were distributed to all the

trainees for their future reference.

3.3 EVALUATION OF COURSE MATERIAL

A one-day workshop was conducted for trainers from the selected

forty engineering colleges on the programme and the teaching methodology.

The trainers were also briefed about the various sessions and the topics to be

covered during the training programme. The following Table 3.1 shows the

list of course materials prepared in the one day training programme for the

trainers.

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\Table 3.1 List of course material published and Distributed during

the training

S. No. Topics

1 Hardware Maintenance and Trouble Shooting

2 Computer Basics

3 MS WORD

4 MS POWERPOINT

5 MS EXCEL

6 MS ACCESS

7 Internet

8 DTP - 1

9 DTP - 2

10 Tally

11 Kiosk – An Introduction

12 Management Skills

The timetable for the 12 days’ training was given to 40 Engineering

Colleges to maintain uniformity. They were given the rough draft of the

training materials and their feedback was obtained and incorporated in the

same. The training programme was conducted as per the schedule. The

participants were asked to answer the questionnaire before the start of the

programme, and the same was administered with some additional questions,

to assess the awareness of the ICT and their ability to start the kiosk after the

training. The data collected were analyzed to make certain decisions.

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Table 3.2 List of training manuals published for the 12 days training of

SHG women

S. No. Topics Authors

1Hardware Maintenance and

Trouble ShootingMr. R.V. Pathy

2Introduction to Computers

Networking & LAN ConceptMr. Thanigai Arasu

3 MS WORD Ms. R. Lavanya

4 MS POWERPOINT Ms. R. Lavanya

5 MS EXCEL Ms. S. Geetha Lakshmi

6 MS ACCESS Ms. S. Geetha Lakshmi

7 Internet Ms. K. Venkatalakshmi

8 DTP - 1 Ms. K. Bhuvaneshwari

9 DTP - 2 Ms. K. Bhuvaneshwari

10 Tally Ms. K. Sunitha

11 KIOSK – An Introduction Ms. K. Venkatalakshmi

12

Managing – Accountancy,

Maintenance and Insurance,

Marketing and Customer Relations

and Management

Ms. K. Bhuvaneshwari and

Mr. Soma Valliappan

3.4 ANALYSIS OF THE TRAINING PROGRAMME

3.4.1 Pre test and Post test on the training programme

The following data has been collected from the participants in the

training programme, and used for further analysis, and understanding, by

giving a questionnaire before the training which is the pre test and a post test

with a different set of question was done after the training to record the

impact of the training programme.

The questionnaires were disturbed and collected as pretest and post

test, before and after the training.

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The training was attended by 1006 self help group women; so,

totally 2012 questionnaires were distributed in 40 engineering college.

The trainees were 1006 in number, therefore 1006 pretests and

1006 post tests were administered 1642 were acceptable (only 821 trainees

have answered both pre test and post test).

Therefore the data analysis was done for 821 participants.

3.5 AGE OF THE PARTICIPANTS.

The age is an important factor in the analysis; Table 3.3 shows the

age of the SHG members who participated in the training. 51.8% of them

were between 25 and 35 years, 44.2% of them between 18 and 25 years, and

only 5% of them were between 35 and 45.

Table 3.3 Age of the participants

S.No. Age Frequency Percent

1 18-25 363 44.2

2 25-35 425 51.8

3 35-45 33 4.0

Total 821 100.0

3.6 EDUCATIONAL LEVEL OF THE TRAINEES.

Table 3.4 shows the level of education of the participants. 54.5%

were matriculates; 32% were graduates and 13.5% had higher qualifications.

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Table 3.4 Educational Qualification

S. No. Education Frequency Percent

1 HSc 447 54.5

2 Graduate 263 32.0

3 Others * 111 13.5

Total 821 100.0

* - Diploma in technical education, Post Graduate and MPhil.

3.7 COMPUTER USAGE OF THE TRAINEES.

Table 3.5 shows the computer usage by the participants. 35.2% of

the participants use computers in their home or in business. 42.8% of the

members have not at all used computers and 22% of the members of the SHG

used computers partially i.e., at least once or more in their business or home

or at other places. Most of them have used the computer before coming to the

training programme.

Table 3.5 Computer Usage of the trainees.

S. No. Usage Frequency Percent

1 Yes 289 35.2

2 No 351 42.8

3 Partially 181 22.0

Total 821 100.0

3.8 SELF HELP GROUP WOMEN DOING BUSINESS.

Table 3.6 shows the participants doing some business, being a part

of the SHG. 84.7 % of the participants did not do any business, which 15.3%

of the participants did some business through the SHG.

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Table 3.6 Self help group women doing business after joining the group

S. No. Business Frequency Percent

1 Yes 126 15.3

2 No 695 84.7

Total 821 100.0

3.9 TYPING SKILLS OF THE TRAINEES

It is generally thought that some skills will enhance computer skill

or its uses. Hence it was decided to find the typing skills of the participants in

the training. Table 3.7 shows the participants typing skills. Only 32.6% of the

respondents had typing skills.

Table 3.7 Typing Skills of trainees

S. No. Typing skill Frequency Percent

1 Yes 268 32.6

2 No 553 67.4

Total 821 100.0

3.10 SELF HELP GROUP WOMEN REQUIRE COMPUTER

KNOWLEDGE

The opinion of the participants on the need to have computer

knowledge was assessed through the following question. The findings shown

in Table 3.8 indicate the participants opinion about the need for computer

knowledge to the women. 93.2% of the participants said that women need

computer knowledge, and only 6.8% of the participants felt that computer

knowledge is not necessary for women.

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Table 3.8 Self Help Group women need computer knowledge

S. No. Frequency Percent

1 Yes 765 93.2

2 No 56 6.8

Total 821 100.0

3.11 VILLAGES HAVING COMPUTER CENTERS

Access to computers is important for the participants to value the

need for training. Table 3.9 shows the computer centres in the villages. 37.9%

of the participants said that they have computer centres in their villages, and

62.1% of the members said that they do not have a computer centre in their

village. The majority of the participants said that their village has no

computer centres.

Table 3.9 Computer centre

S. No. Computer centre Frequency Percent

1 Yes 311 37.9

2 No 510 62.1

Total 821 100.0

3.12 SCHOOLS HAVING COMPUTERS

Table 3.10 shows the participants opinion about the availability of

computers in the village schools. 48.4% of the participants accepted that they

have computers in their village schools.

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Table 3.10 Computer education in school

S. No. Computer in Schools Frequency Percent

1 Yes 397 48.4

2 No 424 51.6

Total 821 100.0

3.13 STARTING A COMPUTER KIOSK AFTER TRAINING

In order to know the motivation of the participants as part of the

post test, they were asked about stating a kiosk on their own. Table 3.11

shows the participants’ interest in starting a computer kiosk after training.

81.2% of the participants were interested in starting a computer kiosk after

training, and 18.8% of the participants felt that they may not start a computer

kiosk after training, due to various personal reasons.

Table 3.11 Interested to Start a Kiosk after training

S. No. Interest in Starting Kiosk Frequency Percent

1 Yes 667 81.2

2 No 154 18.8

Total 821 100.0

3.14 TRAINING THEIR GROUP MEMBERS

Table 3.12 shows the opinion of the participants on training other

Self Help Group members after the computer training. 90.5% of the

respondents said that they are confident that they will be able to train others

after their training while 9.5% of them were not confident to teach others due

to communication and language problems.

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Table 3.12 Training the Self Help Group members

S. No.

Training

Others Frequency Percent

1 Yes 743 90.5

2 No 78 9.5

Total 821 100.0

3.15 LEVEL OF UNDERSTANDING OF THE CONTENT IN CD

The post training questionnaire assessed, the level of understanding

with regard to the content of the C.D .Table 3.13 shows the participants’ level

of understanding about the content of the material given to them in the

Compact Disk (CD) during the training. 59.3% of the participants understood

the content, and 30.2% said they clearly understood the content in the training

CD. 10.5% of the participants stated that the Computer Based Training (CBT)

alone was sufficient. 86 participants alone out of 821 said that content in CD

itself is more adequate for them than the traditional way of teaching.

Table 3.13 The observation on training provided through CD method

S. No. Comment Frequency Percent

1 Understood 487 59.3

2 Clearly understood 248 30.2

3CBT alone are

sufficient86 10.5

Total 821 100.0

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3.16 NEED FOR COMPUTERS IN THE VILLAGE

After the training the trainees were asked in the post test, whether

they need a computer in their village. Table 3.14 shows the participants

views on the need for computers in the village. 93% of the participants’ said

that they need computers in their villages. 7% of the participants said that they

do not need computers in their village, as they were able to access a computer

in other places (near by towns).

Table 3.14 Need of computer in village

S. No.Need of

ComputerFrequency Percent

1 Yes 764 93.0

2 No 57 7.0

Total 821 100.0

3.17 BENEFIT OF TRAINING

During the post test, a question was asked, to find out whether the

participants understood the importance of computers. Table 3.15 shows how

the training made the participants understand the importance of computers.

98% of the participants said that they understood the importance of the

computer after the training. Only 1.8% of them said that they did not

understand the importance of the computer even after the training.

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Table 3.15 Participants feedback on importance of computer after

training in day to day activities

S. No. Response Frequency Percent

1 Yes 806 98.2

2 No 15 1.8

Total 821 100.0

3.18 EARN PROFIT THROUGH A COMPUTER KIOSK

The confidence of the participants in starting a kiosk was assessed

through a question after the training. Table 3.16 shows the interest of the

participants in running a kiosk and earning profit. 98.4% of the participants

are confident after the training that they can earn a profit through a kiosk.

Table 3.16 Profit earning through Kiosk


1 Yes 808 98.4

2 No 13 1.6

Total 821 100.0

3.19 MAIN SOURCE OF INFORMATION

Table 3.17 shows the SHG member’s household's main source of

information. Television is an important source of information for the

member’s households (63%), followed by the Internet (25.4%) and the other

source of information used by the SHG members was the Radio 11.6%.

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Table 3.17 Source of Information

S. No Medium Frequency Percent

1 Radio 95 11.6

2 TV 517 63.0

3 Internet 209 25.4

Total 821 100.0

3.20 COMPUTER TRAINING NEED FOR SHG WOMEN

Table 3.18 shows the participants’ opinion about the women’s need

for computer training as revealed in the post training question. 96.4% of the

members said that the women’s need computer training. Similar to the one

provided to them and 3.6% of the participants who had undergone the training

insisted there was no need of computer training for women.

Table 3.18 Computer training need for SHG Women


1 Yes 791 96.4

2 No 30 3.6

Total 821 100.0

3.21 CROSS TABULATION AND CHI-SQUARE ANALYSIS OF

THE IMPACT OF TRAINING

With a view to analyzing the relationship between the variables

Age group, literacy level of the Self Help Group member, Typing Skills and

Computer knowledge to start a kiosk after training, Earn profit through it

Sources of information, Women’s need for computer training. Cross

tabulation with Chi-square was calculated to know the relation between these

variables.

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The data collected was imported into the SPSS for a quantitative

analysis. The statistical significance of each hypothesis. In this research

study, a minimum significance level of .05 was used for each test. This means

that the differences will be statistically significant if the results would have

occurred by chance less than 5 times out of 100. It is reported as p < .05.

When the statistical difference is strong, the p value will be reported as

p < .01, which means that the results would have occurred by chance less than

once in 100. If there is no significant difference, the actual p value will be

reported.

The following null hypotheses were framed to test the association

between the variables:

i) The age group of the respondents has no relation with

Women’s need for computer training.

ii) The age group of the respondents has no association with

sources of information.

iii) The age group of the respondents has no relation to the

confidence to start a kiosk after training.

iv) The age group of the respondents has no relation to the

confidence to Earn a Profit through a kiosk.

v) The educational qualification of the respondents has no

association with Women’s need for computer training.

vi) The educational qualification of the respondents has no

relation with the sources of information.

vii) The educational qualification of the respondents has no

association with the confidence to start a kiosk after training.

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viii) The educational qualification of the respondents has no

association with the confidence to Earn a Profit through a

kiosk.

ix) The typing skills of the respondents have no association with


x) The typing skills of the respondents have no association with

the confidence to start a kiosk after training

xi) The typing skills of the respondents have no association with

the confidence to Earn Profit through a kiosk.

3.22 AGE GROUP AND COMPUTER TRAINING NEED FOR

WOMEN

Table 3.19 shows the cross tabulation of Age group of the

respondents and Women’s need for computer training. The null hypothesis is

that the age group of the respondents has no relation to Women’s need for

computer training. 99.7% of the respondents in the age group of 18-25 years,

99.7% of the respondents in the age group of 25-35 years and 100% of the

respondents in the age group of 35-45 years are of the opinion that women

need computer training.

Table 3.19A shows the calculated value of the Chi-square at 2

degrees of freedom (0.949) is greater than 0.05. Therefore, the null hypothesis

is accepted and we conclude that there is no relation between the age group

and women’s need for computer training.

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Table 3.19 Age Group and Computer training need for Women (Cross

tabulation)

Women need

computer training Total

Yes No

Age

Group18-25

Count 384 1 968

% within Age Group 99.7% .3% 100.0%

% within Women need

computer training46.9% 50.0% 46.9%

25-35

Count 394 1 992


% within Women need


35-45

Count 41 0 103

% within Age Group 100.0% .0% 100.0%

% within Women need

computer training5.0% .0% 5.0%

Total

Count 819 2 821


% within Women need


Table 3.19A Chi-Square Tests

Value df Asymp. Sig. (2-sided)

Pearson Chi-Square .106* 2 .949

* 3 cells (50.0%) have expected count less than 5. The minimum expected count is .10.

3.23 AGE GROUP AND SOURCE OF INFORMATION

Table 3.20 shows the cross tabulation of Age group of the

respondents’ and the Sources of information. The null hypothesis is that the

age group of the respondents has no relation to the Sources of information.

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95.3% of the respondents in the age group of 18-25, 57.5% of the respondents

in the age group of 25-35 years and 56.1% of the respondents in the age group

of 35-45 years are of the opinion that they get information through the

internet.

Table 3.20 Age Group and Source of Information (Cross tabulation)

Source of InformationTotal

Radio TV Internet

Age Group

18-25

Count 5 13 367 968

% within Age Group 1.3% 3.4% 95.3% 100.0%

% within Source of Information 38.5% 52.0% 46.9% 46.9%

25-35

Count 8 11 376 992

% within Age Group 2.0% 2.8% 95.2% 100.0%


35-45

Count 0 1 40 103

% within Age Group .0% 2.4% 97.6% 100.0%

% within Source of Information .0% 3.0% 5.1% 5.0%

Total

Count 800 19 2 821

% within Age Group 1.6% 3.0% 95.4% 100.0%



degree of freedom. With a p-value of 0.803, which is greater than .05, the

hypothesis is accepted. Therefore, we conclude that there is no relation

between the age group and the Sources of information.



Pearson Chi-Square 1.632* 4 .803


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3.24 AGE GROUP AND CONFIDENCE TO START A KIOSK

AFTER TRAINING

Table 3.21 shows the cross tabulation of the Age group of the

respondents’ and the confidence to start a kiosk after training. The null

hypothesis is that the age group of the respondents has no relation to starting a

kiosk after training. 93.2% of the respondents in the age group of 18-25 years,

94.7% in the age group of 25-35 years and 92.7% in the age group of 35-45

years are of the opinion that they can start a kiosk after training.

Table 3.21 Age Group and Starting a Kiosk after training (Cross

tabulation)

Start Kiosk after trainingTotal

Yes No

Age Group

18-25

Count 902 66 968

% within Age Group 93.2% 6.8% 100.0%

% within Start Kiosk after training 46.6% 52.0% 46.9%

25-35

Count 939 53 992

% within Age Group 93.7% 5.3% 100.0%


35-45

Count 95 8 103

% within Age Group 92.7% 7.3% 100.0%


Total

Count 819 2 821

% within Age Group 93.9% 6.1% 100.0%



degrees of freedom. With a p-value of .665, which is greater than .05, the

hypothesis is accepted. Therefore, we conclude that there is no association

between the age group and starting a kiosk after training.

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* 1 cells (16.7%) have expected count less than 5. The minimum expected count

is 2.50.

3.25 AGE GROUP AND CONFIDENCE TO EARN PROFIT

THROUGH KIOSK

Table 3.22 shows the cross tabulation of the Age group of the

respondents’ confidence to earn profit through a kiosk. The null hypothesis is

that the age group of the respondents has no relation to the confidence to earn

profit through a kiosk. 97.9% of the respondents in the age group of 18-25

years opinion that they earn profit through kiosk, 97.5% of the respondents in

the age group of 25-35 years opinion that they earn and 97.6% of the

respondents in the age group of 35-45 years are of the opinion that they earn

profit through a kiosk.

Table 3.22 Age Group and Confidence To Earn Profit through Kiosk

(Cross tabulation)

Earn Profit through KioskTotal

Yes No

Age Group

18-25

Count 948 20 968

% within Age Group 97.9% 2.1% 100.0%

% within Earn Profit through Kiosk 47.0% 42.1% 46.9%

25-35

Count 967 25 992

% within Age Group 97.5% 2.5% 100.0%


35-45

Count 101 2 103

% within Age Group 97.6% 2.4% 100.0%


Total

Count 802 19 821

% within Age Group 97.7% 2.3% 100.0%


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degrees of freedom. With a p-value of 0.914, which is greater than .05, the

hypothesis is accepted. Therefore, we conclude that there is no relation

between the age group and the confidence in earning profit through a kiosk.


Value Df Asymp. Sig. (2-sided)



3.26 EDUCATIONAL QUALIFICATION AND COMPUTER

TRAINING NEED FOR WOMEN

Table 3.23 shows the cross tabulation of the Educational

Qualification of the respondents and Women’s need for computer training.

The null hypothesis is that the Educational Qualification of the respondents

has no relation to Women need for computer training. 99.8% of the

respondents who are matriculates, 99.5% of the respondents who are

graduates and 100% of the respondents who are post graduates are of the

opinion that women need computer training.

Table 3.23A shows the value of the Chi-square at 2 degrees of

freedom (0.740) is more than 0.05. Therefore, the null hypothesis is accepted

and we conclude that there is no relation between the Educational

Qualification of the respondents and the sources of information. This

indicates that the education qualification is not a barrier, and with any

educational qualification women are interested in learning computer.

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Table 3.23 Educational Qualification and Computer training need for

Women Cross tabulation

Women need

computer training Total

Yes No

Educational

Qualification

HSc

Count 545 1 1372

% within Educational

Qualification99.8% .2% 100.0%

% within Women need


Graduate

Count 221 1 557



% within Women need


PG and

Others

Count 53 0 138



% within Women need

computer training6.5% .0% 6.5%

Total

Count



% within Women need





*3 cells (50.0%) have expected count less than 5. The minimum expected count is .13.

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3.27 EDUCATIONAL QUALIFICATION AND THE SOURCES

OF INFORMATION


Qualification of the respondents’ and the sources of information. The null

hypothesis is that the Educational Qualification of the respondents has no

relation to the sources of information. 95.4% of the respondents who are

matriculates, 3.5% of the respondents who are graduates and 94.1% of the

respondents who are post graduates have other opinion that they get the

information through internet, 3.5% of the respondents in the Educational

Qualification of Higher secondary level opinion that they get the information

through TV and 100% of the respondents in the Educational Qualification at

Post-graduate and higher level opinion that they get the information through

internet.

Table 3.24 Educational Qualification and Source of Information (Cross

tabulation)

Source of Information

TotalRadio TV Internet

Educational

Qualification

H. Sc Count 6 19 521 1372


Qualification1.1% 3.5% 95.4% 100.0%

% within Source of

Information46.2% 76.0% 66.5% 66.5%

Graduate Count 7 6 209 557


Qualification3.2% 2.7% 94.1% 100.0%

% within Source of

Information53.8% 23.0% 26.7% 27.0%

PG and

Others

Count 0 0 53 138


Qualification.0% .0% 100.0% 100.0%

% within Source of

Information.0% .0% 6.8% 6.5%

Total Count 821


Qualification1.6% 3.0% 95.4% 100.0%

% within Source of

Information100.0% 100.0% 100.0% 100.0%

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and we conclude that there is no association between the Educational

Qualification of the respondents’ and the sources of information. This

indicates that respondents are able to access information through various

sources like television, radio, newspaper and internet and this does not have

any relationship with educational qualification.





3.28 EDUCATIONAL QUALIFICATION AND STARTING A

KIOSK AFTER TRAINING


Qualification of the respondents and their starting a kiosk after training. The

null hypothesis is that the Educational Qualification of the respondents has no

relation to their starting a kiosk after training. 94.7% of the respondents who

are matriculates, 91.9% of the respondents who are graduates and 94.3% of

the respondents who are post graduates or have other Educational

Qualifications are of the opinion that they can start a kiosk after training.

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Table 3.25 Educational Qualification and Starting a Kiosk after

training (Cross tabulation)

Start Kiosk after

Training

TotalYes No

Educational

Qualification

HSc Count 517 29 1372


Qualification93.7% 5.3% 100.0%

% within Start Kiosk after

training67.1% 58.0% 66.5%

Graduate Count 204 18 557




training26.5% 36.0% 27.0%

PG and

Others

Count 50 3 138




training6.5% 6.0% 6.5%

Total Count 821




training100.0% 100.0% 100.0%


degree of freedom (0.337) is more than 0.05. Therefore, the null hypothesis is

accepted and we conclude that there is no relation between the Educational

Qualification of the respondents and their starting a kiosk after training.




* 1 cells (16.7%) have expected count less than 5. The minimum expected count is 3.23.

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3.29 EDUCATIONAL QUALIFICATION AND EARNING

PROFIT THROUGH A KIOSK


Qualification of the respondents and their earning profit a through kiosk. The

null hypothesis is that the Educational Qualification of the respondents has no

relation to their earning profit through a kiosk. 98.5% of the respondents who

are matriculates, 95.9% of the respondents who are graduates and 96.2% of

the respondents who are post graduates have other Qualifications are of the

opinion that they can earn profit through a kiosk.

Table 3.26 Educational Qualification and Earn Profit through Kiosk

(Cross tabulation)

Earn Profit through

Kiosk Total

Yes No

Educational

Qualification

HSc Count 538 8 1372



% within Earn Profit

through Kiosk67.1% 42.1% 66.5%

Graduate Count 213 9 557





PG and

Others

Count 51 2 138





Total Count 821




through Kiosk100.0% 100.0% 100.0%

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and we conclude that there is no relation between the Educational

Qualification of the respondents and their earning profit through a kiosk.




*1 cells (16.7%) have expected count less than 5. The minimum expected count is 1.23.

3.30 TYPING SKILLS AND COMPUTER TRAINING NEED FOR

WOMEN

Table 3.27 shows the cross tabulation of the Typing skills of the

respondents and Women’s need for computer training. The null hypothesis is

the Typing skills of the respondents have no relation to Women’s need for

computer training. 99.7% of the respondents with typing skills felt that

Women need computer training, 99.8% of the respondents with typing skills

felt that the Women do no need computer training.


freedom (0.760) is more than 0.05. Therefore, the null hypothesis is accepted,

and we conclude that the Typing skills of the respondents have no relation to

Women’s need for computer training. This indicates that the typing skill is not

the essential skill for computer training; even without typing skills women

can get computer training.

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Table 3.27 Typing Skills and Computer training need for Women

(Cross tabulation)

Women need computer

training Total

Yes No

Typing

Skills

Yes

Count 323 1 815

% within Typing Skills 99.7% .3% 100.0%

% within Women need


No

Count 496 1 1248


% within Women need


Total

Count 800 21 821


% within Women need





*2 cells (50.0%) have expected count less than 5. The minimum expected count is .79.

3.31 TYPING SKILLS AND STARTING A KIOSK AFTER

TRAINING

Table 3.28 shows the cross tabulation of typing skills of the

respondents and their starting a kiosk after training. The null hypothesis is

that the Typing skills of the respondents have no relation to their starting a

kiosk after training. 95.1% of the respondents with typing skills say that they

can start a kiosk after training and 93.2% of the respondents without typing

skills say that they can start a kiosk after training.

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Table 3.28 Typing Skills and Starting a Kiosk after training (Cross

tabulation)

Start Kiosk after

training Total

Yes No

Typing

Skills

Yes

Count 308 16 815

% within Typing Skills 95.1% 3.9% 100.0%

% within Start Kiosk

after training39.9% 32.0% 39.5%

No

Count 463 34 1248



after training60.1% 68.0% 60.5%

Total

Count 821



after training100.0% 100.0% 100.0%




starting a kiosk after training.




* 0 cells (.0%) have expected count less than 5. The minimum expected count is 19.73.

3.32 TYPING SKILLS AND EARNING PROFIT THROUGH

KIOSK

Table 3.29 shows the cross tabulation of the Typing skills of the

respondents and earning profit through a kiosk. The null hypothesis is that

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the Typing skills of the respondents have no relation to their profit through a

kiosk. 96.9% of the respondents with typing skills would like to earn profit

through a kiosk and 98.2% of the respondents without typing skill opinion

that they want to earn profit through kiosk.

Table 3.29 Typing Skills and Earning Profit through a Kiosk (Cross

tabulation)

Earn Profit through

Kiosk Total

Yes No

Typing

Skills

Yes

Count 314 10 815




No

Count 488 9 1248




Total

Count 802 19 821



through Kiosk100.0% 100.0% 100.0%



and we conclude that the Typing skills of the respondents’ have no relation to

their earning profit through a kiosk.


Value df

Asymp. Sig. (2-

sided)


*0 cells (.0%) have expected count less than 5. The minimum expected count is 7.50.

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3.33 COMPUTER KNOWLEDGE FOR THE WOMEN TO START

A KIOSK AFTER TRAINING

Table 3.30 shows the cross tabulation of Women’s need for

computer knowledge to start a kiosk after training. The null hypothesis is that

the women’s need for computer knowledge has no relation to the starting of a

kiosk after training. 93.9% of the respondents felt that Women need computer

knowledge to start a kiosk after training, 94.7% of the respondents felt that

Women do not need computer knowledge to start a kiosk after training.

Table 3.30 Women need computer knowledge to Start a Kiosk after

training (Cross tabulation)

Start Kiosk after

training Total

Yes No

Women need

computer knowledge

Yes

Count 753 49 2016

% within Women needcomputer knowledge

93.9% 6.1% 100.0%


training97.7% 98.0% 97.7%

No

Count 18 1 47

% within Women needcomputer knowledge

93.7% 5.3% 100.0%


training2.3% 2.0% 2.3%

Total

Count 771 50 821

% within Women need

computer knowledge93.9% 6.1% 100.0%


training100.0% 100.0% 100.0%

Table 3.30A shows that the value of the Chi-square at 2 degrees of




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* 1 cells (25.0%) have expected count less than 5. The minimum expected count is 1.16.

3.34 FINDINGS FROM TRAINING OF SHG WOMEN

It is found that the majority of the respondents do not use a

computer, through most of them are willing to learn to use it. The SHG

members, irrespective of the age group, are interested to start kiosk after

training. Most of the respondents felt that the village requires computers to

get information on health and Government services. The level of education

and the media are important barriers in the access to ICT tools by the SHG

members.

The SHG women members invariably watch television, which is

the primary medium through which they get their information. A majority of

the SHG member feel that the TV is the most useful medium through which

they get the information. Majority of the SHG members face the problem with

telecommunication facility in their villages. Lack of education and training is

the major problem for the SHGs.

The members were not quite aware of the ICT tools and their

benefits. It is therefore concluded that Television is the important medium to

be used to create awareness of the ICT among the SHG members. Sometimes

magazines and newspaper advertisements may also create awareness among

the members who are using these media to get the information.

Almost all the null hypotheses, framed to find the relationship

between Age group, literacy level of the Self Help Group members, Typing

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Skills and Computer knowledge to start a kiosk after training, Earn profit

through kiosk, Sources of information, Need of computer training for women,

have been accepted, and we conclude that there is no relation between these

variables. They are independent.

The pre test and post test results show that training was useful for

the respondents and age was not a barrier for learning computers. Again, the

Educational levels were different among the respondents, but the computer

training undergone by the SHGs was effective. The content was sufficiently

simple for women with higher secondary education (HSC) level of education.

Middle aged women of over 35-45 also participated with enthusiasm. A

majority has at least partial exposure to the use of computers. Many have no

experience in daily business, but took part in the training. A majority have no

typing experience but were able to use computers effectively, and were also

confident in starting their own kiosk.

The Government should take necessary steps to initiate the ICT

awareness in Self Help Group through the NGOs, who are already established

in Tamil Nadu. The success stories of the SHG women may be shot as short

films and telecasted, so that they reach the majority of the SHG women

because from the research it was found that the SHG women spend more time

watching television. It will be a motivation to the SHG members, if they learn

from the success stories of other members and increase their confidence level,

which will pave the way for the improved socio-economic life of the

women.

3.35 PERCEPTION OF THE TRAINERS ABOUT THE

TRAINING

The outcome of the training was assessed after three years. But, an

in-depth analysis had already been made by the observation method, during

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the course of the training. Interviews with trainers from various institutions

conducting the programme were also done. The opinion of the trainees

revealed the following,

3.35.1 Educational Background of the Self Help Group Women

The trainers felt that it was very easy to teach these women, as they

had the basic educational qualification. The trainees also agreed that even

though they were unable to follow the Instructions in English, it was easy to

learn as the teachers taught them in their Regional language Tamil; their basic

qualification helped them to grasp the computer terminologies easily.

3.36 ADVANTAGES OF RESIDENTIAL TRAINING

Accommodation was provided in 36 engineering colleges, except in

4 colleges in Chennai, Tamil Nadu. A few trainees in Chennai felt that they

were able to attend the training, only because it is not a residential one. Most

of the trainees felt it would have been better if it had been a residential one.

Those who are single and have no commitments, are ready to take up the

residential training programme for their career growth, but for married

women, they felt difficult to leave their family and take up the residential

training programme. But almost everybody felt that, only because of the

residential training, they were able to concentrate on their training.

According to the Chennai trainees, even though they were allowed

to practice on the computers beyond 5pm, they were not able to do so, as they

have to reach home early and take care of the household. Other trainees felt

that they would not care about the timings and would work late in the night

and keep themselves away from all their personal worries.

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One of the SHG women from Coimbatore said that, she felt very

proud for getting selected for training. But she was able to concentrate more

on the training with given food and snacks in the residential training program.

This training program helped her to discuss and learn from others, which

would not have been possible in the other case.

3.37 TRAINING CONTENT AND TEACHING METHODOLOGY

The training was given in hardware maintenance, software skills,

and entrepreneurial management. Five sessions were allotted for teaching

hardware maintenance, and forty-one sessions for training in software skills

and for instructions on entrepreneurial management 2 sessions were allotted.

Each session was for one and a half an hour. They said that the

sessions on hardware maintenance and entrepreneurship were good. But they

felt that even after getting the practical exposure, they do not have enough

confidence, as the duration was less.

The trainees in the programme were very proud that they were

learning from prestigious engineering colleges, which they never imagined

even in their dreams. They further expressed that as they have studied only till

Xth std or XIIth std, they never expected that they will enter an engineering

college and use its facilities for improving their knowledge. They felt very

happy that they are learning from those who are teaching engineering

students.

One of the participants said that, she has not seen the computer

before the training programme and she didn’t even knew how to switch it on,

and use the mouse. She continued saying that, she was able to learn faster and

easier only because of the individual attention, given to them. The participant

said that she received continuous encouragement and the support she got from

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the engineering staff. Another SHG woman said that, even before this training

programme, she had the aim of setting up the kiosk, for which she attended

the computer training class from a private institute. She said that the class was

for one hour, but they would teach them only for half an hour and that too,

was not clear. And there were not enough resources and they were not given

individual attention. She continued saying that when she heard about this

training programme, she thought that this would also be of the same kind. She

said that to her surprise, even though the classes were scheduled only till 5pm,

they were allowed to work till eight in the night. She also expressed her

sincere gratitude to all the staff, who helped them to clear all their doubts and

left the lab open till every participant left. She says confidently, that now she

will surely be able to run the kiosk. She says she was also happy to hear from

the college, that they can come back at anytime for clearing their doubts even

after the training programme is over.

3.38 TRAINING MATERIALS

According to the trainees, even though the CBT was more

interactive and provided an easier and faster way to understand the concept

than the training materials, it was useful to only 37 percent of them. The

others preferred the training materials. They felt that the training materials

were easy for them to refer back at anytime, whereas to learn from CBT, they

need a computer, which most of them does not have access to. The SHG

women felt that the training materials written in Tamil were very helpful to

them, as many of them were not good in English.

3.39 OTHER CONCERNS EXPRESSED BY TRAINEES

Trainers felt that, it would have been useful and informative to the

trainees, if the training materials had included topics like virus, antivirus,

benefits of licensed software, where to get the software and its price.

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Further topics like how to instal, repair and uninstal any software would

enlighten the trainees. They further expressed the threats faced in owning a

Kiosk. For example, each kiosk has to maintain a logbook, containing the

details of those who are coming to browse. In case any mishap happens, all

these details have to be submitted to the police.

3.40 FOCUS GROUP DISCUSSION

Three years after the training programme that is during 2008, again

a sample of 100 SHG women who attended the training were invited for a

focus group discussion. The SHG women were from Chennai. The sample

size of the study is 78 SHG women who had participated in focus group were

the trainees from nearly 36 of them said that, they had the hope and

confidence of setting up a kiosk. They have also taken of few steps like

contributing some amount towards setting up kiosk, but unfortunately it was

not successful. Nearly 75% percent of them have chosen this training

programme expecting to get a computer job, or to start a new business. Only

50% percent of them chose this programme for improving their computer

knowledge. Even though 97% percent of the SHG women said that the

training was good, when asked if they had benefited from the programme,

only 36 were interested in starting their own kiosk; they wanted some kind

of motivation from the government or NGO, in the form of finance and

monitoring the business.

In The sample of 78 SHG women 47 percent felt that if given a data

entry job they would like to start their own kiosk. 35 percent were interested

to start a kiosk if the infrastructure and computer were provided by the

government or NGOs. In which 12 % felt that if bank loans were provided for

establishing a kiosk, and data entry work is given, then they will be interested

to start their own kiosk. 98 % felt training is essential before starting a kiosk,

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and they require guidance from the government or NGO even after the

establishment of a kiosk.

This leads to the inference that the women SHG members were

benefited from the intensive training; but to establish a kiosk, they need

further help. What emerges out of the focus group discussion is that they need

financial support and assured job orders, which shows that they are not ready

to take the risk of starting a business.

3.41 SURVEY METHOD

The focus group method indicates that SHG women who had under

gone the training were not able to start their own kiosk; so to know the

obstacles and barriers faced by the SHG women, a survey method was used.

A structured questionnaire was distributed among SHG women of two

districts near Chennai region viz., Kancheepuram and Thiruvallur. This

survey was done during 2010, in which the SHG women were questioned on

four segments, demographics, source of information, computer usage, and

obstacles and barriers.

3.42 CONCLUSION

The Self Help Group women were provided with a training

programme, and based on this, it can be concluded that SHG women who

were always were associated with traditional business like tailoring, soft toy

making, food preparation, etc were given a new perspective to minimize their

digital and gender divides.

Information technology should bring about a revolution in their life.

Therefore, Tamilnadu government with the Centre for Empowerment of

Women, Anna University, trained 1006 SHG women, which was very useful

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to them, but it did not pave the way to start a kiosk on their own. So in order

to know what was happening after training, a follow up study was taken up

during 2008, and the focus group discussion made the researcher think about

doing a further study about SHG women, to find out the obstacles and

barriers faced by them .

The pre test and post test concluded that the training provided to

them was successful. 98% of the participants said that they understood the

importance of the computer after the training. The training helped them in

gaining knowledge about the computer, it made them confident; not only

would they teach their children, but they would also teach the other Self Help

Group members, with the help of the training material and computer based

tutorials.

The training was successful, but after two years it was a surprise to

find that not even a single person had started her own kiosk ,in a sample of 78

trained Self Help Group women from Chennai region.

This triggered us to do a further study, to find the barriers and

obstacles faced by Self Help Group women in starting a kiosk of their own.

chapter 3 training in information technology skills...

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